Low Independence of Early Childhood in Sakay State Kindergarten, Totikum District, Banggai Kepulauan Regency Through Analysis of Children'S Behavior in Daily Activities at School

Abstract

Early childhood independence is an important aspect of growth and development that needs to be stimulated from an early age. This community service research is motivated by the low level of independence of students at Sakay State Kindergarten, Totikum District, Banggai Islands Regency, which is reflected in children's behavior in daily activities at school, such as dependence on teachers for dressing, eating, and completing assignments. The purpose of this study is to analyze children's behavior in daily activities as an indicator of low independence, while also designing and implementing intervention strategies based on habituation and responsive parenting. This study uses a qualitative descriptive method with a participant observation approach, teacher interviews, and activity documentation. The research subjects were 35 students, 5 teachers, and 1 principal at Sakay State Kindergarten. The results showed that most children still needed assistance in basic daily activities and were not yet able to complete assignments independently. After implementing the independence habituation program for 6 weeks, there was a significant improvement where children began to demonstrate independent behavior in routine school activities. The conclusion of this study is that structured habituation, teacher consistency, and parental support are key factors in increasing early childhood independence. Sustainable development of independence programs is essential as part of the early childhood education curriculum